Each semester I teach an introductory literature course focused on the topic and Family and Identity. I was given freedom to select that theme, and as long as the texts under consideration include examples from poetry, the novel, short stories, and drama, I also have authority regarding the curriculum.
Because my institution focuses entirely on helping aspiring pastors and teachers prepare to serve in Lutheran churches and educational institutions, there is a unique priority on using student-led presentations to connect coursework to these ambitions and provide opportunity for reflective growth in personal communication skills. For that reason, my students are asked to collaborate on a brief poetry presentation during the course's first quarter and another short similar project using a flash fiction piece in the second quarter. Student evaluations have reflected that while students appreciate the opportunity to experiment with leadership roles during class-time and found both the poetry and flash fiction pieces engaging, they would like to see more variety in the ways these two projects are handled - they currently felt too similar and repetitive. My hope is that I can use some tools and strategies I've been exposed to during Dr. Sherwood's course to address this weakness in my pedagogy and meaningfully expand my students' perceptions regarding literature with digital-based tools.
Broadly stated, my goal will be to challenge pairs of students to use Twine to remix a published flash fiction piece. They will prepare a written reflection regarding how they approached the compositional challenge and how they believe the experience could impact their future reading and writing endeavors. Presentation, staggered one per class period for several weeks, will be spent sharing their impressions with the group.
A final priority worth noting is that my responsibilities as an instructor within the English and Education departments include periodic presentations for K-12 teachers within our school system. This process, while useful for my college students, could also be shared and revised for use with younger student groups.
Each semester I teach an introductory literature course focused on the topic and Family and Identity. I was given freedom to select that theme, and as long as the texts under consideration include examples from poetry, the novel, short stories, and drama, I also have authority regarding the curriculum.
Because my institution focuses entirely on helping aspiring pastors and teachers prepare to serve in Lutheran churches and educational institutions, there is a unique priority on using student-led presentations to connect coursework to these ambitions and provide opportunity for reflective growth in personal communication skills. For that reason, my students are asked to collaborate on a brief poetry presentation during the course's first quarter and another short similar project using a flash fiction piece in the second quarter. Student evaluations have reflected that while students appreciate the opportunity to experiment with leadership roles during class-time and found both the poetry and flash fiction pieces engaging, they would like to see more variety in the ways these two projects are handled - they currently felt too similar and repetitive. My hope is that I can use some tools and strategies I've been exposed to during Dr. Sherwood's course to address this weakness in my pedagogy and meaningfully expand my students' perceptions regarding literature with digital-based tools.
Broadly stated, my goal will be to challenge pairs of students to use Twine to remix a published flash fiction piece. They will prepare a written reflection regarding how they approached the compositional challenge and how they believe the experience could impact their future reading and writing endeavors. Presentation, staggered one per class period for several weeks, will be spent sharing their impressions with the group.
A final priority worth noting is that my responsibilities as an instructor within the English and Education departments include periodic presentations for K-12 teachers within our school system. This process, while useful for my college students, could also be shared and revised for use with younger student groups.